1

CHAPTER 1
Introduction

Every person is gifted with an innate ability that could be developed. The capacity

of an individual cannot be generalized in a single assessment. One may be good in a

certain matter and weak in another, yet, there is always a way to improve one’s

weaknesses and strengths. With all of these, the educational system should provide the

needs of the students. The school should be an institution that would cater the diversity of

the learners. It must focus on knowing the learners, how to teach them, and help them

learn reflectively and creatively.

Here comes the so called intelligence which is always coupled with human learning.

Intelligence is a construct that refers to our ability to acquire knowledge, think and reason

logically, and deal effectively with the environment (Aquino, 2015). Usually, most

people associate intelligence with brightness in class and it is measured by a number. The

word smart and number smart learners seem to be the public eye in the traditional

paradigm of teaching. A classroom is not only a place for few students; it is a place of

sundry learners. Learners with respective abilities and uniqueness should be developed up

to its limit. According to Howard Gardner, (1983) all human beings have multiple

intelligence that can be nurtured and strengthened, or ignored and weakened. Addressing

the multiple intelligences and potential of students can help instructors personalize their

instruction and methods of assessment.

This study is being proposed by the researchers in order to determine the multiple

intelligences of the first year teacher education students of Kabankalan Catholic College,

S.Y. 2015-2016, first semester. The identified intelligences will benefit not only the
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students but also the teachers, administrators and curriculum planners in order to employ

the necessary methods and strategies in teaching. Moreover, the researchers crave to find

out the dominant intelligence and least intelligence of the students based on Howard

Gardner’s theory of intelligence which states that intelligence is categorized into nine

intelligences; verbal-linguistic, logical-mathematical, spatial-visual, bodily-kinesthetic,

musical, interpersonal, intrapersonal, naturalist and existential.

The motivation of the researchers in making this study is the Filipino learners who are

striving for quality education.

Statement of the Problem

This study aimed to find out the multiple intelligences of first year teacher education

students of Kabankalan Catholic College.

In particular, this study tried to answer the following questions.

1. What is the rate of multiple intelligences of teacher education students when

classified as:

a. Verbal-linguistic

b. Logical-mathematical

c. Spatial-visual

d. Bodily-kinesthetic

e. Musical

f. Interpersonal

g. Intrapersonal

h. Naturalists

i. Existential
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2. What is the rate of multiple intelligences of the BEED students when classified

as:

a. Verbal-linguistic

b. Logical-mathematical

c. Spatial-visual

d. Bodily-kinesthetic

e. Musical

f. Interpersonal

g. Intrapersonal

h. Naturalists

i. Existential

3. What is the rate of multiple intelligences of the BSED students when classified as:

a. Verbal-linguistic

b. Logical-mathematical

c. Spatial-visual

d. Bodily-kinesthetic

e. Musical

f. Interpersonal

g. Intrapersonal

h. Naturalists

i. Existential

4. Is there a significant difference of the rate of the multiple intelligences of the

BEED and BSED students when classified as:

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a. Verbal-linguistic

b. Logical-mathematical

c. Spatial-visual

d. Bodily-kinesthetic

e. Musical

f. Interpersonal

g. Intrapersonal

h. Naturalists

i. Existential

Hypothesis
There is no significant difference in the rate of multiple intelligences of the BEED

and BSED students when classified as:

a. Verbal-linguistic

b. Logical-mathematical

c. Spatial-visual

d. Bodily-kinesthetic

e. Musical

f. Interpersonal

g. Intrapersonal

h. Naturalists

i. Existential
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Theoretical Background
This study was anchored on the theory of multiple intelligences developed by a

professor of education at Harvard University named Howard Gardner. According to

him (1983), human intelligence is a complex web of abilities that are apparent in

one’s products and preferences for learning. Gardner developed his theory after

careful review in various fields that study the values and the potential of mankind.

Despite the fact that Gardner is a psychologist, his theory has been embraced by

many educators as an explanation for the many ways their students learn and achieve.

In connection with this, the researchers are very much stimulated to witness the

concepts of the theory as we work with our study. The schematic diagram of the

study’s framework is presented in Figure 1.

To know one’s intelligences is to open the door for self improvement. According

to Tulay (2010), the ability of students to acknowledge and understand their diverse

intelligences yields to better performance and participation and alignment to their

potentials to specific to academic tasks.

In the study of Naoe, (2010), the activities that integrate the MI theory were most

preferred by the pupils. He added that, integrating and applying the multiple

intelligence theory in the classroom can make learning fun, interesting, and more

meaningful in the lives of the children.

The multiple intelligence of the learner is a big factor in choosing a career.

Pabalinas, Jr. et al. (2015), the first and the second inclinations to multiple

intelligences show highly significant relationship on the choice of career.

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In 2014, Judith’s study revealed that the exceptional children graduates were

aggressive communicators, with varied intelligences, and were satisfied with their

jobs.

According to Davis et al. (2012), uses of MI ideas within and outside of formal

educational settings hold great promise. In particular, new digital media and virtual

realities offer numerous ways in which learners can master required knowledge and

skills.

In one developmental study of Gangi (2011), using of multiple intelligences to

differentiate instruction will assist teachers to accommodate the learning needs of all

students.
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Kabankalan Catholic College

Teacher Education students

(BEED 1 and BSED 1)

The multiple intelligences

a. Verbal-linguistic

b. Logical-mathematical

c. Spatial-visual

d. Bodily-kinesthetic

e. Musical

f. Interpersonal

g. Intrapersonal

h. Naturalists

i. Existential

Figure1. Diagram of the Theoretical Framework

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Significance of the Study

This study will be beneficial to the following:

Administrators. It will enable the administrators to formulate developmental programs

for Kabankalan Catholic College as a Catholic institution and will serve as their basis in

formulating and choosing the appropriate programs to be implemented to the whole

institution.

Teachers. This study will serve as their basis in choosing the appropriate methods and

strategies that are suitable to learner’s intelligence in order that the weaknesses and

strengths of the students will be addressed accordingly.

Students. In the course of this study the first year teacher education students will have

the prospect to uncover a way for improving one’s weaknesses and strengths.

Future researchers. This will help the futudre researchers in their quest for related

study. Results and findings of this study can be utilized by the future researchers.

Scope of the Study

This study will give emphasis to the multiple intelligences of the first year teacher

education students of Kabankalan Catholic College, first semester, A.Y. 2015-2016.

The study is limited since only descriptive-survey research will be conducted to the

first year teacher education students. A standardized instrument made by Dr. Terry

Armstrong, (2013) will be used by the researchers in data collection. However, the total

population will be used instead of sample. The researcher expects that not all teacher

education students will be participating in this study for varied reasons hence the

expected participation rate will be at least 90% as cited in the study of Dela Torre (2011).
 9

Definition of Terms

The following terms used in this study will be conceptually and operationally

defined as follows:

Kabankalan Catholic College refers to an educational institution that offers

primary, secondary, and tertiary education.

In this study, it refers to the catholic institution where the study is being

conducted.

Multiple Intelligences stands for the different intellectual abilities pioneered by

Howard Gardner.

In this study, this refers to the nine intelligences of the participants which are as

follows: verbal-linguistic, logical-mathematical, spatial-visual, bodily-kinesthetic,

musical, interpersonal, naturalist and existential.

a. Bodily-kinesthetic This refers to the ability to use the hands to fix or create

and use the body expressively.

b. Existential This refers to the sensitivity to deep questions about human

existence, such as the meaning of life why do we die, and how did we get here.

c. Interpersonal This refers to the ability to work with people and help people

identify and overcome problems.

d. Intrapersonal This refers to the ability to meditate, reflect, exhibit, self –

discipline, maintain composure and get the most out of oneself.

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e. Logical-mathematical This refers to the ability to work effectively with

numbers and reason effectively.

f. Musical This refers to the ability to create music and analyze music.

g. Naturalists This refers to the ability to analyze ecological and natural

situations and data learn from living things and work in natural settings.

h. Spatial-visual This refers to the ability to represent ideas visually, creating

mental images, noticing visual details, drawing and sketching.

i. Verbal-linguistic This refers to the ability to speak effectively or write

effectively.

Students are learners, or who attends an educational institution (en.wikipedia.org,

2015).

As used in this study, it refers to the students taking up Bachelor in Elementary

Education and Bachelor in Secondary Education in Kabankalan Catholic College, A.Y.

2015-2016, first semester.

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CHAPTER 2

Method

This chapter presents the methods and procedures used in the study. Detailed

information on the research design, participants, measures, procedure and data analysis

are presented.

Research Design
This study will use the descriptive research design determining the multiple

intelligences of the first year teacher education students of Kabankalan Catholic College.

A descriptive study according to Judeh (2014) is one in which information is collected

without changing the environment (i.e., nothing is manipulated). Furthermore, it is used

to obtain information concerning the current status of the phenomena to describe "what

exists" with respect to variables or conditions in a situation. The methods involved range

from the survey which describes the status quo, the correlation study which investigates

the relationship between variables, to developmental studies which seek to determine

changes over time.

Participants
The participants of this study are the teacher education students of Kabankalan

Catholic College enrolled during the first semester, A.Y. 2015-2016. The population of

BEED and BSED students which is 56 and 66 respectively will be the participants of this

study.
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Measures

The researchers will determine the multiple intelligences of the first year teacher

education students by using the standardized instrument of Dr. Terry Armstrong. The

standardized questionnaire is divided into 63 questions. A copy of the questionnaire

appears on Appendix A. The rating scale that will be used is the Likert-scale.

The number codes and verbal interpretations were reflected as follows:

Code Interpretation

5 Statement describes you exactly

4 Statement describes you pretty well

3 Statement describes you somewhat

2 Statement describes you very little

1 Statement does not describe you at all

The mean scores will be interpreted and described using the following guide:

Mean Score Range Interpretation

4.20-5.00 Very High Degree
3.40-4.19 High Degree
2.60-3.39 Moderate Degree
1.80-2.59 Small Degree
1.00-1.79 Not at all
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Procedure
In gathering the needed information for this study, the researchers will systematically

perform the following procedure. First, the researchers will write a letter to Dean of

Education and Arts to ask permission to have an access for the evaluation sheets to be

answered by the participants. Second, when the researchers’ request is granted, the

researchers will conduct the standardized survey to the participants. Third, after the

researchers got the information needed in the study, the researchers will make a tally of

the multiple intelligences of the participants. Fourth, when the tally is already finished,

the researchers will have the statistical computation and interpretation. Lastly, when the

data is ready for analysis, the researchers will ask the help of statistician for analysis.

Data Analysis
To analyze the quantitative data, the following statistical tools will be used:

For the first problem which sought to determine the multiple intelligences of the

first year teacher education students, the mean will be used. The mean is used since the

level of measurement was interval.

For the second problem which sought to determine the rate of multiple

intelligences of the BEED first year students, the researchers will use the mean.

Formula:

For the third problem which sought to determine the rate of multiple intelligences

of the BSED first year students, the researchers will use the mean.

For the fourth problem which sought to determine the significant difference

between the rate of multiple intelligences of the first year BEED and BSED students, the

researchers will use the Z- test and the one-way analysis of variance (ANOVA).
 14

Formula:

SSwithin = SStotal - SSamong

dfamong = r-1 dfwithin = N-r

x = individual observation
r = number of groups
N = total number of observations (all groups)
n = number of observations in group
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Chapter 3

RESULTS AND DISCUSSION

This chapter presents findings of the study through the use of statistical tools in the

treatment of the descriptive and inferential data. The discussions with regards to the

respective results are also included.

On the rate of Multiple Intelligence

Table 1

The rate of multiple intelligences of the BEED students.

BEED MEAN INTERPRETATION DESCRIPTION

a. Verbal-linguistic 3.28 Moderate Degree Describes somewhat
b. Logical-mathematical 2.86 Moderate Degree Describes somewhat
c. Spatial-visual 3.04 Moderate Degree Describes somewhat
d. Bodily-kinesthetic 3.13 Moderate Degree Describes somewhat
e. Musical 3.08 Moderate Degree Describes somewhat
f. Interpersonal 3.20 Moderate Degree Describes somewhat
g. Intrapersonal 3.42 High Degree Describes pretty well
h. Naturalist 3.39 Moderate Degree Describes somewhat
i. Existentialist 3.78 High Degree Describes pretty well
Total 3.24 Moderate Degree Describes somewhat

In table two the BEED students got the highest rate in existential intelligence with

the mean of 3.78 while they got the lowest rate in the logical-mathematical intelligence

with the mean of 2.86.

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Table 2

The rate of multiple intelligences of the BSED students.

BSED MEAN INTERPRETATION DESCRIPTION

a. Verbal-linguistic 3.50 High Degree Describes pretty well
b. Logical-mathematical 3.09 Moderate Degree Describes somewhat
c. Spatial-visual 3.34 Moderate Degree Describes somewhat
d. Bodily-kinesthetic 3.45 High Degree Describes pretty well
e. Musical 3.21 Moderate Degree Describes somewhat
f. Interpersonal 3.39 Moderate Degree Describes somewhat
g. Intrapersonal 3.55 High Degree Describes pretty well
h. Naturalist 3.51 High Degree Describes pretty well
i. Existentialist 3.90 High Degree Describes pretty well
Total 3.44 High Degree Describes pretty well

In table two the BSED students got the highest rate in existential intelligence with

the mean of 3.90 while they got the lowest rate in the logical-mathematical intelligence

with the mean of 3.09.

Table 3

The rate of multiple intelligences of teacher education students when classified as a

whole.

BSED/BEED MEAN INTERPRETATION DESCRIPTION

a. Verbal-linguistic 3.40 High Degree Describes pretty well
b. Logical-mathematical 2.98 Moderate Degree Describes somewhat
c. Spatial-visual 3.20 Moderate Degree Describes somewhat
d. Bodily-kinesthetic 3.30 Moderate Degree Describes somewhat
e. Musical 3.15 Moderate Degree Describes somewhat
f. Interpersonal 3.30 Moderate Degree Describes somewhat
g. Intrapersonal 3.49 High Degree Describes pretty well
h. Naturalist 3.45 High Degree Describes pretty well
i. Existentialist 3.84 High Degree Describes pretty well
Total 3.35 High Degree Describes pretty well
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In table one, the participants in the study were composed of 52 BEED and 58

BSED. As a whole, the statistical analysis result shows that the teacher education

students got the highest rate in existential intelligence with the mean of 3.84 while the

lowest rate was the logical-mathematical with the mean of 2.98. Since the teacher

education students got the highest rate in existential intelligence, according to Howard

Gardner (1983), they are sensitive and capable to tackle deep questions about human

existence. On the other hand, they got the lowest rate in logical- mathematical

intelligence which is a manifestation of low interest to discern logical and numerical

patterns.

On Significant Difference

Table 4

Significant difference of Verbal-Linguistic between the BEED and BSED

students.

Area Z (critical) Z (computed) Interpretation

Verbal-linguistic 1.96 -2.06 There is a significant difference

In table four, statistical analysis shows that there is a significant difference on

verbal- linguistic intelligence between the BEED and BSED students.

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Table 5

Significant difference of Logical-mathematical between the BEED and BSED

students.

Area Z (critical) Z (computed) Interpretation

Logical-mathematical 1.96 -1.69 There is no significant difference

Table five shows that there is no significant difference on the logical-

mathematical intelligence between the BEED and BSED students.

Table 6

Significant difference of Spatial-visual between the BEED and BSED students.

Area Z (critical) Z (computed) Interpretation

Spatial-visual 1.96 -2.59 There is a significant difference

Statistical analysis shows that there is a significant difference on the spatial-

visual intelligence between the BEED and BSED students.

Table 7

Significant difference of Bodily-kinesthetic between the BEED and BSED

students.

Area Z (critical) Z (computed) Interpretation

Bodily-kinesthetic 2.0 -2.77 There is a significant difference

In table seven, statistical analysis shows that there is a significant difference on

the bodily- kinesthetic between the BEED and BEED students.

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Table 8

Significant difference of Musical between the BEED and BSED students.

Area Z (critical) Z (computed) Interpretation

Musical 1.96 -0.92 There is no significant difference

Table eight shows that there is no significant difference on musical intelligence

between the BEED and BSED.

Table 9

Significant difference of Interpersonal between the BEED and BSED students.

Area Z (critical) Z (computed) Interpretation

Interpersonal 1.96 -1.83 There is no significant difference

Statistical analysis shows that there is no significant difference on the

interpersonal intelligence between the BEED and BSED students.
Table 10

Significant difference of Intrapersonal between the BEED and BSED students.

Area Z (critical) Z (computed) Interpretation

Intrapersonal 2.0 -1.20 There is no significant difference

In table ten, statistical analysis shows that there is no significant difference on the

intrapersonal intelligence between the BEED and BSED students.

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Table 11

Significant difference of Naturalist between the BEED and BSED students.

Area Z (critical) Z (computed) Interpretation

Naturalist 1.96 -1.62 There is no significant difference

In table eleven, statistical analysis shows that there is no significant difference on

the naturalist intelligence between the BEED and BSED students.

Table 12

Significant difference of Existentialist between the BEED and BSED students.

Area Z (critical) Z (computed) Interpretation

Existentialist 1.96 -2.21 There is a significant difference

Based on the statistical result, there is a significant difference on the existentialist

intelligence between the BEED and BSED.

Table 13

Significant difference on Multiple Intelligences as a whole between the BEED and BSED

Students.

Area Z(critical) Z(computed) Interpretation

BEED/BSED 1.96 -1.90 There is no significant difference

In table thirteen, statistical analysis shows that there is no significant difference

on multiple intelligences as a whole between the BEED and BSED students

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Table 14

Significant difference of multiple intelligences as a whole of BEED students.

Sum of Df Mean F P-value F-crit Interpretation

Square Square
Between groups 24.48 8 3.06 There is no
Within groups 142.69 459 0.31 9.845 1.15 1.96 significant
Total 167.17 467 difference

In table fourteen, statistical analysis shows that there is no significant difference

on the multiple intelligences as a whole of BEED students.

Table 15

Significant difference of Multiple Intelligences as a whole of BSED students.

Sum of Df Mean F P-value F-crit Interpretation

Square Square
Between groups 24.229 8 3.029 7.261 3.81 1.956 There is a
Within groups 213.97 513 0.417 significant
Total 238.203 521 difference

In table fifteen, statistical analysis shows that there is a significant difference on

the multiple intelligences as a whole of BSED students.

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Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions based from the results of the study and the

formulated recommendations of the researcher.

Conclusions

According to the result, we found out that the BEED students have the highest

inclination in existential intelligence and they have lowest inclination in logical-

mathematical intelligence. On the other hand, the BSED students have the highest

preference in existential intelligence and they have lowest preference in logical-

mathematical intelligence.

As a whole, the one hundred- ten participants from the BEED and BSED students

have the highest inclination in existential intelligence and the lowest in logical-

mathematical intelligence.

Based on the results of our study, we therefore say that the BEED and BSED

students are sensitive and capable to tackle deep questions about human existence such

as, “What is the meaning of life?” “Why do we die?” How did we get here? Since the

BEED and BSED students have the lowest preference in logical- mathematical

intelligence, hence, they have less ability to think conceptually and abstractly, and

capacity to think images and pictures, to visualize accurately and abstractly.

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Recommendations

It has been proven that every person is gifted with intelligence. As such, school

teachers should use varied types of methods and strategies that would cater the diverse

learners. In addition, teachers should employ effective and appropriate instructional

materials.

As a response to the result of our study that the participants have the lowest

inclination in logical –mathematical intelligence, we would like to encourage the teachers

to let the students to be more exposed and active in classroom activities, not just in math

subjects but in other subjects that requires logical thinking. Moreover, the teachers should

make a good classroom atmosphere to make the learners feel comfortably. In this way,

the learners will have more focus in learning mathematical and logical problems.

Since the BEED and BSED students have the highest inclination in existential

intelligence, the teachers should ask open-ended questions often during class discussions

to develop their intelligence and they should also be exposed to reflective activities.

To the curriculum planners of this institution, we recommend that they should

make effective instructional strategies and methods in teaching that would enhance both

the highest and lowest inclinations of the students.

That this study be replicated for use by similar institutions, or organizations for

their benefits, too.

That this study be replicated for use by other researchers in conducting a more in-

depth study of the current subject matter in order to authenticate its findings.

That this research work be replicated for the benefit of other practitioners,

students, and future researchers.

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References

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